Conservation organizations teamed up to document the climate vulnerability of mountain springs that support unique ecosystems. Now, the Alliance they formed facilitates restoration work to enhance habitats and improve resiliency.

In Bootstrap:Data Science, students form their own questions about the world around them, analyze data using multiple methods, and write a research paper about their findings. The module covers functions, looping and iteration, data visualization, linear regression, and more. Social studies, science, and business teachers can utilize this module to help students make inferences from data. Math teachers can use this module to introduce foundational concepts in statistics, and it is aligned to state and national standards.

In January of 2003, CSUF drilled and completed a deep multiport-monitoring well on the north side of campus. This was done in order to gain a better understanding of the local subsurface geology and groundwater conditions in and around CSUF. Samples were collected from the drill hole (boring) every 5-feet. The total depth of the well is 870 feet below ground surface (grade). Borehole geophysical data (E-log) information was collected from the boring prior to the installation of the well pipe. As you describe the soil samples, compare and contrast your findings to those of the geophysical signature (gamma-ray log) found in the accompanying "E-log" for the boring.

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Preparation requires lecture and/or reading material on stereonet methods in plotting small circles, and on making stereonet rotations along small circles. In lab, students are given a description of the problem, along with a schematic cross section on the blackboard showing how the dip of the eastern fold limb is not constrained, but how the orientation of cross beds in an unoriented core are the only data available to help constrain the dip of the fold limb. Students are then given a while (~20 minutes) to think about and discuss how a solution can be made. An open class discussion follows, and then I guide the students through the answer. An alternative method is to let the students take a week to think about and solve the problem with little or no help.

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Michael Cantino from Northwest Regional Education Service District presents Creating Accessible Documents in the Microsoft and Google Suites.

Question In many high-grade metamorphic belts around the world, rocks were buried 20-30 km beneath the surface during deformation and metamorphism. How deep is that relative to the cruising altitude of a typical commercial airplane flying across the country?

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Question
Over the last 70 million years or so, the Hawaiian Hot Spot has been pumping out lava, a total of about 775,000 km3 worth. As the Pacific Plate has moved over the hot spot, the volcanic peaks and plateaus of the Hawaiian-Emperor seamount chain have formed. If all of that lava had erupted in California, how deeply would California be buried in lava?

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Question Suppose that you are building a new house. It will take about 90 kg (198 pounds) of copper to do the electrical wiring. In order to get the copper in the first place, someone needs to mine solid rock that contains copper, extract the copper minerals, throw away the waste rock, and smelt the copper minerals to produce copper metal. Rocks mined for copper typically contain only very small percentages of copper -- about 0.7% in the case of most of the big porphyry copper deposits of the world. How much rock would someone have to mine in order to extract enough copper to wire your new house?

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Question In 1983, an eruption began at Kilauea Volcano in Hawaii that has proved to be the largest and longest-lived eruption since records began in 1823. Lava has poured out of the volcano at an average rate of about 160 million m3 per year. To put those flow rates into perspective, let's suppose that the volcano was erupting directly into your classroom. At these flow rates, how long would it take to fill your classroom with lava?

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Question Let's suppose that you have a shoe box full of water (the box is waterproof, of course). The shoe box weighs about 9 kg (19.8 pounds). Suppose you emptied the box and filled it completely with rock (little or no air space). How much would it weigh? Let's empty the box again and fill it completely with pure gold. How much would the box weigh now?

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"Botany in Hawai‘i" discusses introductory topics of Botany through examples of the native and introduced plants found in Hawai‘i. It includes anatomy and physiology of seeds, roots, leaves, stems, fruits and flowers and covers the main plant groups from nonvascular to flowering plants. This book provides a visual reference to botanical concepts and terminology for beginners.

Haz un océano en una botella.
Actividad de Bolsa de STEM Semanal. Agentes de Colorado Americorp en los condados de Araphahoe, Denver, Garfield, Larimer y Weld. Trabajo apoyado por la Corporación para el Servicio Nacional y Comunitario bajo el número de subvención 18AFHCO0010008 de Americorps. Las opiniones o puntos de vista expresados en esta lección pertenecen a los autores y no representan necesariamente la posición oficial o una posición respaldada por la Corporación o el programa Americorps.

Los estudiantes diseñan y construyen un bote de arcilla que puede soportar peso.

This lesson discusses the result of a charge being subject to both electric and magnetic fields at the same time. It covers the Hall effect, velocity selector, and the charge to mass ratio. Given several sample problems, students learn to calculate the Hall Voltage dependent upon the width of the plate, the drift velocity, and the strength of the magnetic field. Then students learn to calculate the velocity selector, represented by the ratio of the magnitude of the fields assuming the strength of each field is known. Finally, students proceed through a series of calculations to arrive at the charge to mass ratio. A homework set is included as an evaluation of student progress.

Experiment with rocket designs and a PVC launcher to discover how high—and how far—you can make your rockets go.

Here’s a new “spin” on an old toy. In this modern adaptation of a classic toy—the spool racer—a plastic water bottle is propelled by energy stored in a wound-up rubber band.

In the activity students learn about the properties of solutions, acidity and pH, electrolytes versus non-electrolytes, and solution concentration. Hopefully, this activity will also dispel common misconceptions about tap water and bottled beverages.

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This Western Mining History database uses Mineral Resources Data System to list known Colorado historical mines by county. Each county site has links to the known mines within its borders. Some are known and named, others are unnamed. Mines should be assumed to be on private property unless other research is conducted. Data provided for each mine site include: Name, State, County, Elevation, Primary Mineral Mined, Latitude and Longitude and a link to Google Maps. Photos are provided where available. Additional information for some Mines are satellite photos, and ownership, business and historical records. Mining History is an historical site that provides information on mining, mining towns, the gold and silver rush, and Photos and maps of the western United States. This is a great database for student historical research or data and statistics classes. Consider becoming a member or making a donation to help further the work of the site.

After some in and out of class practice with mineral and rock id, students are divided into groups of about 5 and taken to locations where boulders and cobbles are used as decorative landscaping (usually adjacent to streets or on short slopes). This seems to work best if class sizes are about 25 or less - then instructors can keep track of groups in an area. Groups are given an area about 5 feet wide and 25 long (enough for several hundred cobbles/boulders) and told to identify 6-12 rocks of different types (at least 2 each if only doing Ig, Met, Sed.- more if rock names expected). 1.) In the first stage groups are given a fairly long time (~20-25 minutes) to pick and identify rocks with flags and markers. This seems like a long time and normally they can quickly flag and name the easiest rocks in their area. However, they only get one point for each rock correctly identified at this stage. 2.) In the second stage groups get 10 minutes to inspect all other groups' areas and mark those rocks they think other groups INCORRECTLY identified. They are allowed to send one person from their group to inspect each of the other groups' areas. Their group gets 5 pts for each correctly mis-identified rock of another group. 3.) In the third stage, groups can defend their identifications to the instructor/TA and get 10 points if they prove that another group flagged/id'd one of their identifications incorrectly - the mistaken group gets docked 10 points. The key to this exercise is that in the first stage some of the students should realize that they get many more points for making other groups mis-identify their rocks, and that all of their own group members should be trained to have enough expertise to identify tricky or difficult rocks. This is the reason for the excess time at the first stage, for training, review, and typically the group will change their chosen rocks to include the most difficult ones rather than the easiest. Should groups not realize this - the instructor might want to prompt them.Students are allowed Rock charts, cheat sheets, etc. at the instructors decision.

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Students examine how different balls react when colliding with different surfaces, giving plenty of opportunity for them to see the difference between elastic and inelastic collisions, learn how to calculate momentum, and understand the principle of conservation of momentum.